Understanding the NC English Language Arts Standard Course ...

Understanding the NC English Language Arts Standard Course of Study

ELA STANDARDS WITH CLARIFICATIONS AND GLOSSARY

GRADE

4

PUBLIC SCHOOLS OF NORTH CAROLINA

State Board of Education | Department of Public Instruction

Adopted 2017 Implementation 2018-19

STATE BOARD OF EDUCATION

SBE VISION: Every public school student, through access to needed resources and rigor, will graduate ready for post-secondary education and work, prepared to be a globally engaged and productive citizen.

SBE MISSION: The State Board of Education will use its constitutional authority to lead and uphold the system of public education in North Carolina that guarantees every student in this state an opportunity to receive a sound basic education.

WILLIAM COBEY Chair: Chapel Hill ? At-Large

BECKY TAYLOR Greenville ? Northeast Region

TODD CHASTEEN Blowing Rock ? Northwest Region

A.L. COLLINS Vice Chair: Kernersville ? Piedmont Triad Region

REGINALD KENAN Rose Hill ? Southeast Region

WAYNE MCDEVITT Asheville ? Western Region

DAN FOREST Lieutenant Governor: Raleigh ? Ex Officio

AMY WHITE Garner ? North Central Region

ERIC DAVIS Charlotte ? At-Large

DALE FOLWELL State Treasurer: Raleigh ? Ex Officio

OLIVIA OXENDINE Lumberton ? Sandhills Region

PATRICIA N. WILLOUGHBY Raleigh ? At-Large

MARK JOHNSON Secretary to the Board: Raleigh

GREG ALCORN Salisbury ? Southwest Region

NC DEPARTMENT OF PUBLIC INSTRUCTION

Mark Johnson, State Superintendent / 301 N. Wilmington Street / Raleigh, North Carolina 27601-2825

In compliance with federal law, the NC Department of Public Instruction administers all state-operated educational programs, employment activities and admissions without discrimination because of race, religion, national or ethnic origin, color, age, military service, disability, or gender, except where exemption is appropriate and allowed by law.

Inquiries or complaints regarding discrimination issues should be directed to: Maria Pitre-Martin, Ph.D., Deputy State Superintendent / 6307 Mail Service Center, Raleigh, NC 27699-6307 / Phone: (919) 807-3759 / Fax: (919) 807-4065

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Grade 4 ELA Standards, Clarifications and Glossary

Understanding the English Language Arts Standard Course of Study for Grade 4 ELA Standards with Clarification and Glossary Purpose

This document provides the Grade 4 NC Standard Course of Study for English Language Arts (2017) in a format that includes a clarification of each standard and glossary. The standards define what students should know and be able to do. The clarifications include an explanation of the standards, ideas for instruction, and examples. The standards appear in the left column with glossary terms bolded. The middle column contains the clarification of the standard with ideas for "In the Classroom." The right column is the glossary. These standards will be implemented in all North Carolina schools beginning in the 2018-19 school year.

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Grade 4 ELA Standards, Clarifications and Glossary

GRADE 4

READING STRAND: K-12 Standards for Reading define what students should understand and be able to do by the end of each grade. Students should demonstrate their proficiency of these standards both orally and through writing. For students to be college and career ready, they must read from a wide range of high-quality, increasingly challenging literary and informational texts. One of the key requirements of the Standards for Reading is that all students must be able to comprehend texts of steadily increasing complexity as they progress through school. Students should also acquire the habits of reading closely and independently for sustained periods of time. They need to connect prior knowledge and experiences to text. They must also show a steadily growing ability to discern more from and make fuller use of text.

CCR Anchor Standards for Reading Key Ideas and Evidence 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or

speaking to support conclusions drawn from the text. 2. Determine central ideas (RI) or themes (RL) of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4. Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene,

or stanza) relate to each other and the whole. 6. Assess how point of view, perspective, or purpose shapes the content and style of a text. Integration of Ideas and Analysis 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and

sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Complexity 10. Read and understand complex literary and informational texts independently and proficiently, connecting prior knowledge and experiences

to text.

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Grade 4 ELA Standards, Clarifications and Glossary

Reading Standards for Literature

STANDARD

Cluster: Key Ideas and Evidence

RL.4.1

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

CLARIFICATION

Students specify and point out details and examples from the text to support their explanations of what the text clearly states, as well as the conclusions they have made from the text.

In the Classroom: The teacher poses a question. The teacher and students use a shared text to highlight details and examples that answer the question. Students share their answers and refer to the details and examples they highlighted.

GLOSSARY

explicit, explicitly ? stated clearly and directly, leaving no room for confusion or interpretation

inference ? a conclusion derived from logical reasoning following an investigation of available evidence

RL.4.2

Determine a theme of a story, drama, or poem from details in the text; summarize the text.

Students use graphic organizers to draw inferences by categorizing their thoughts into three columns: "The text says," "I say," and "So." Students establish the theme of a story, drama, or poem by carefully examining key details. Students provide a summary of the text by using key details.

In the Classroom: Students answer questions both orally and written, using grade-appropriate texts. They consider: What is the theme? What details led you to determine this theme? What does this story seem to really be about? What would I include from the beginning, middle, and end of the story? Students use two-column notes to collect ideas about the theme (i.e. Key Details/Possible Big Idea or Theme).

drama ? a genre or category of literature generally designed to be presented to an audience by actors on stage that relies heavily on dialogue

poem ? a literary work, generally composed in verse and using figurative language, typically composed using a set structure (i.e., organizational rules)

summary/summarize ? a brief statement of the main points of a larger work or text; the act of providing such a statement or account

The teacher guides students in generating a list of points from the text. The teacher and students work together to determine which of the points is a key idea and which are key details. Using the identified key idea and details, the teacher and students write a summary. To revise the summary and ensure it is concise, the teacher models

theme ? the subject or underlying meaning that a literary text directly or indirectly explains, develops, and/or explores. In grades 1-3, theme is often referred to as central message

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